We will be following the Question-Based Model developed by the PSHE Association in line with the new statutory Relationships and Sex Education from the Department for Education.

The Question Based Model is separated into three core themes:

  • Health and Well Being
  • Relationships
  • Living in the Wider World

 

They are colour coded on our latest PSHE Curriculum Overview

PSHE Curriculum Overview

 

Please see the Parents RSE Guidance created by the Government below. You can see what the children are to be taught by the end of Primary School.

Miss Bloor & Miss Conway

Joint PSHE Subject Leaders

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Families and People who Care for Me

Pupils should know:

that families are important for children growing up because they can give love, security and stability

the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives

that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care

that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up

that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong

how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed

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Caring Friendships

Pupils should know:

how important friendships are in making us feel happy and secure, and how people choose and make friends

the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties

that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded

that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right

how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed

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Respectful Relationships

Pupils should know:

the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs

practical steps they can take in a range of different contexts to improve or support respectful relationships

the conventions of courtesy and manners

the importance of self-respect and how this links to their own happiness

that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority

about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help

what a stereotype is, and how stereotypes can be unfair, negative or destructive

the importance of permission-seeking and giving in relationships with friends, peers and adults

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Online Relationships

Pupils should know:

that people sometimes behave differently online, including by pretending to be someone they are not

that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous

the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them

how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met

how information and data is shared and used online

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Being Safe

Pupils should know:

what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)

about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe

that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact

how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know

how to recognise and report feelings of being unsafe or feeling bad about any adult

how to ask for advice or help for themselves or others, and to keep trying until they are heard,

how to report concerns or abuse, and the vocabulary and confidence needed to do so

where to get advice, for example family, school or other sources

Right to Withdraw

Parents do not have the right to withdraw their children from relationships education or the non-statutory elements of sex education.  ​

Under the National Curriculum, the basics of sex education fall within the science curriculum. ‘The statutory content requires maintained schools to teach children about human development, including puberty, and reproduction.’

In Year 2, children learn that animals, including humans, have offspring that grow into adults. They should be introduced to the concepts of reproduction and growth, but not how reproduction occurs.​

In Year 5, children are taught about the life cycles of humans and animals, including reproduction. They also learn about the changes that happen in humans from birth to old age. This includes learning what happens in puberty, including menstrual cycles.

Beyond this, sex education isn't compulsory in primary schools. In Year 6, we have a sex education programme which is carried out in Term 6. Before the children watch the videos, you will have an opportunity to see the content of the films and lessons as well as discuss with your class teacher any concerns. If you would like to withdraw your children from these lessons, you should put your request in writing to the headteacher who will discuss this with you.​

If you have any questions or concerns about any of the coverage, please do not hesitate to contact your class teacher who will be happy to provide information about the PSHE curriculum in your child’s year group.

RSE

Useful Pastoral/PSHE Websites